Our languages regional training event for community languages teachers wed 24th june 2009
This presentation is the property of its rightful owner.
Sponsored Links
1 / 34

Our Languages Regional Training Event for Community Languages Teachers Wed 24th June 2009 PowerPoint PPT Presentation


  • 72 Views
  • Uploaded on
  • Presentation posted in: General

Our Languages Regional Training Event for Community Languages Teachers Wed 24th June 2009. A cross-curricular language and dance project: from planning to implementation

Download Presentation

Our Languages Regional Training Event for Community Languages Teachers Wed 24th June 2009

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Our languages regional training event for community languages teachers wed 24th june 2009

Our Languages Regional Training Event for Community Languages TeachersWed 24th June 2009

A cross-curricular language and dance project: from planning to implementation

Siva Pillai, Tamil Academy of Language and ArtsKristhuraja Nithiya, Tamil Academy of Language and Arts Navaraj Muthusamy , Tamil Academy of Language and Arts

Jim Anderson, Goldsmiths, University of London


Gujehl oak bharatha natyam what is it

gujehl;oak;Bharatha Natyam – what is it?


Background

Background

  • Partnership between Tamil Academy of Language and Arts (TALA) and Downderry Primary School

  • Tamil language lessons taught byNithiya and South Indian Dance lessons taught byNavaraj

  • Our Languages and the idea of a cross-curricular project


Message from tracey lewis headteacher at downderry primary school

Message from Tracey Lewis,Headteacher at Downderry Primary School


Why a cross curricular approach

Why a cross-curricular approach?

  • Richer context, more meaningful and engaging, deeper learning

  • Valuable for all for learners but especially for those who have a background in the language / culture

  • Encouraged in national policy on Languages teaching (Primary Languages / New Secondary Curriculum)

  • Benefits for professional development of teachers.


What do dance and language learning have in common

What do dance and language learning have in common?

  • Both are about communication and personal expression (verbal, visual, musical, kinaesthetic)

  • Both are concerned with culture

  • Both involve story telling


Guessing game

Guessing game

Guess what is being communicated in these movements, gestures and facial expressions from Bharatha Natyam?

tzf;fk; Prayer

Kfghtk;(Mugabavam)

kfpH;r;rpJoyful

nfhgk;Angry

Mr;rupak; Surprised

Kj;jpiufs; (Mutras)

jhkiu Lotus

khd; Deer

ghk;g[ Snake


What outcomes were identified for the 10 week unit of work

What outcomes were identified for the 10 week unit of work?

  • Multimedia presentation and dance performance

  • Project folders on Bharatha Natyam with awards for best.


How can a dance focus be incorporated into language lessons

How can a dance focus be incorporated into language lessons?

  • Understanding key dance vocabulary and instructions used by the dance teacher (VISUALS and STRUCTURED ORAL PRACTICE + GAMES (e.g. ‘Kim’s game’, ‘Simon says’*)

tzf;fk;Prayer

rkk;Samam

mlt[Adavu

Kj;jpiufs;Mutras

tzf;fk;Karnas

jpU=;o ngjhDrishti Betha

Kfghtk;Mugabavam

* For guidance on activities for interactive teaching ref. Curriculum Guides (CILT)


How can a dance focus be incorporated into language lessons1

How can a dance focus be incorporated into language lessons?

(b) Matching words to pictures (Drag and Drop on the IWB)


How can a dance focus be incorporated into language lessons2

How can a dance focus be incorporated into language lessons?

(c) Whole class and group work activities with mini-pics

Activity: What different mini-pic activities can you think of?


How can a dance focus be incorporated into language lessons3

How can a dance focus be incorporated into language lessons?

(d) Mini-whiteboard activities to practise writing words


Mini whiteboard activities

Mini-whiteboard activities

1. Write the word for:

miukz:o

2. Odd one out

Kj;Jkhiy jg[yh njhL fhg;g[

jg[yh tPiztaypd; rkk;


How can a dance focus be incorporated into language lessons4

How can a dance focus be incorporated into language lessons?

(e) Working on the meaning of the song stories

  • Teacher introduces/revises key words

  • Teacher reads aloud, section by section checking understanding. Pupils follow with finger on text

  • Teacher asks individual pupils to read aloud


How can a dance focus be incorporated into language lessons5

How can a dance focus be incorporated into language lessons?

  • Teacher sings the song introducing gestures and

  • expressions (mutras, mugabavam). Pupils follow.


Pupils working on the deer song in language lesson

Pupils working on the deer song in language lesson


How can a dance focus be incorporated into language lessons6

How can a dance focus be incorporated into language lessons?

(Song story)

  • Teacher sets collaborative group work activities (text marking, sequencing, gap-fill) to develop familiarity with text and to then use it as springboard for pupils to express opinions about the stories and to develop their own creative work in project folders

Ref. Curriculum Guides (CILT)


How can a dance focus be incorporated into language lessons7

How can a dance focus be incorporated into language lessons?

(f) Exploring cultural background. Brainstorm followed by personal research with support from parents. (‘Dancing

Shiva’ statue, costumes, jewellery, make-up,music)


How can a dance focus be incorporated into language lessons8

How can a dance focus be incorporated into language lessons?

  • Referring to posters and other images teacher brainstorms with pupils what they know already


How can a dance focus be incorporated into language lessons9

How can a dance focus be incorporated into language lessons?

  • With support of scaffolding activities (sentence stems, gap-fills, writing frames) pupils work in groups to develop knowledge


How can a dance focus be incorporated into language lessons10

How can a dance focus be incorporated into language lessons?

  • Teacher sets homework for each group to research their particular area and feedback to class.

  • Pupils select material to go into multimedia presentation


How can a language focus be incorporated into dance lessons

How can a language focus be incorporated into dance lessons?

  • Instructions in Tamil supported by demonstration and reference to posters illustrating key words


How can a language focus be incorporated into dance lessons1

How can a language focus be incorporated into dance lessons?

  • Meaning of song stories expressed in dance (Pupils have deeper understanding due to work in Tamil language lessons)

  • Questions and discussion in Tamil/English around dance performance and interpretation (including cultural meanings)


Downderry dance practice

Downderry dance practice

Elements within the dance practice shown on clip


Downderry dance practice1

Downderry dance practice


Tala dance practice

TALA dance practice

Elements within the dance practice shown on clip


Tala dance practice1

TALA dance practice


What has emerged from planning and implementing this unit of work

What has emerged from planning and implementing this unit of work?

  • The cross-curricular focus gives a real purpose to learning and enriches work in both subject areas

  • Pupils more motivated and engaged

  • Confidence stimulates creativity and greater independence


What has emerged from planning and implementing this unit of work1

What has emerged from planning and implementing this unit of work?

  • Involvement of parents very valuable

  • Collaboration energises teachers and supports professional development


What has emerged from planning and implementing this unit of work2

What has emerged from planning and implementing this unit of work?

BUT …..

  • Careful planning is essential to ‘scaffold’ learning pathways (no pain, no gain)

  • Resourcing implications (posters, mini-pics, ICT resources, song stories, worksheets, dictionaries)

  • Support of Headteacher is vital


Our languages regional training event for community languages teachers wed 24th june 2009

Tracey Lewis, Headteacher at Downderry Primary School highlights the benefits of partnerships between mainstream and complementary schools


Another taste of bharatha natyam navaraj muthusamy performs

Another taste of Bharatha Natyam - Navaraj Muthusamy performs


To contact us

To contact us

Siva Pillai

[email protected]

07951 476 706

Kristhuraja Nithiya

[email protected]

TALA

Navaraj Muthusamy

[email protected]

Jim Anderson

[email protected]

Thank you


  • Login